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Utvärdering för utveckling av utbildning: Med sikte på delaktighet och deliberation
Umeå University, Faculty of Social Sciences, Department of Education.
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis is to explore how evaluation can support higher education development. The thesis addresses the current use of evaluation machines (Dahler-Larsen, 2012b) in relation to the distinctive features of higher education development. Evaluation and educational change are discussed from a social constructivist perspective. Key concepts are: evaluation as a context sensitive process with the purpose of understanding and assessing the value of education (Elliott & Kushner, 2007), participation (Whitmore, 1998) and deliberation (Gutman & Thompson, 2004). The thesis rests on a collection of four articles, three of them based on data originating from a longitudinal case study. This case study explores a participative stakeholder evaluation that was employed as a strategy to support the development of an undergraduate medical programme at a Swedish university. Empirical data were gathered through a literature review, interviews with ten stakeholders, logbook notes from the evaluation and development process and lastly evaluations conducted of the study programme.

By highlighting the complexity of educational work and the expectations of the medical profession, the evaluation strategy studied contributed to the creation of a qualified and nuanced development process. It also illuminated an evaluation process that is more associated with learning than with quality enhancement. The practice-near and language sensitive process supported the creation of a community of practice promoting dialogue, critical enquiry, educational conversations and enlightenment. The commitment to cooperation, dialogue and enlightenment was, however, constantly threatened by a higher education culture that is increasingly characterized by productivity and efficiency.

The analysis suggests that the complex context of higher education calls for more varied evaluation strategies characterized by holistic perspectives, enlightenment and local ownership. Evaluations that provide answers to crucial questions are a prerequisite for change in higher education. Giving teachers responsibility for the process should develop both their ability to conduct educational evaluations, to work with educational development and ultimately facilitate definitions of educational quality specific to education.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2013. , 89 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 105
Keyword [en]
deliberation, evaluation, higher education, participation, stakeholders
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-68702ISBN: 978-91-7459-573-4 (print)OAI: oai:DiVA.org:umu-68702DiVA: diva2:617485
Public defence
2013-05-17, Humanisthuset, Hörsal E, Umeå Universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2013-04-26 Created: 2013-04-23 Last updated: 2013-04-26Bibliographically approved
List of papers
1. Utvärdering som stöd för förändring av högre utbildning: produktkontroll eller stöd för lärande
Open this publication in new window or tab >>Utvärdering som stöd för förändring av högre utbildning: produktkontroll eller stöd för lärande
2007 (Swedish)In: Studies in Educational Policy and Educational Philosophy: Läsrum, Artikel 2007:1, ISSN 1652-2729, no 1, 1-17 p.Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Uppsala: the Research Unit for Studies in Educational Policy and Educational Philosophy, 2007
Identifiers
urn:nbn:se:umu:diva-25910 (URN)
Available from: 2009-09-10 Created: 2009-09-10 Last updated: 2013-06-10Bibliographically approved
2. A Learner-Focused Evaluation Strategy: Developing Medical Education through a Deliberative Dialogue with Stakeholders
Open this publication in new window or tab >>A Learner-Focused Evaluation Strategy: Developing Medical Education through a Deliberative Dialogue with Stakeholders
2008 (English)In: Evaluation, ISSN 1356-3890, E-ISSN 1461-7153, Vol. 14, no 1, 91-106 p.Article in journal (Refereed) Published
Place, publisher, year, edition, pages
London: Sage, 2008
Identifiers
urn:nbn:se:umu:diva-25900 (URN)10.1177/1356389007084678 (DOI)
Available from: 2009-09-10 Created: 2009-09-10 Last updated: 2017-12-13
3. The Influence of Evaluation in Higher Education: Curriculum Development through a Deliberative Responsive Dialogue with Stakeholders
Open this publication in new window or tab >>The Influence of Evaluation in Higher Education: Curriculum Development through a Deliberative Responsive Dialogue with Stakeholders
2008 (English)In: Evaluation Journal of Australasia, ISSN 1035-719X, Vol. 7, no 2, 25-30 p.Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Australia: Australasia Evaluation Society (AES), 2008
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-25901 (URN)
Available from: 2009-09-10 Created: 2009-09-10 Last updated: 2013-06-10Bibliographically approved
4. Involving stakeholders in higher education change: Experiences of participation and moments of deliberation
Open this publication in new window or tab >>Involving stakeholders in higher education change: Experiences of participation and moments of deliberation
2013 (English)Manuscript (preprint) (Other academic)
Keyword
evaluation, higher education, participation, deliberation, educational change
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-68691 (URN)
Note

Submitted

Available from: 2013-04-23 Created: 2013-04-23 Last updated: 2013-06-03Bibliographically approved

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Utvärdering för utveckling av utbildning(751 kB)1265 downloads
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Citation style
  • apa
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  • de-DE
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  • Other locale
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Output format
  • html
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  • asciidoc
  • rtf